Beyond the Bake Sale

I have always heard that working with parents is one of the hardest parts of being a teacher. I always imagined that these people were talking about handling parents who are fighting for a better grade for their child or working with the parents of a student who is bullied or not doing well enough. They were always rather negative scenarios. However, after reading Beyond the Bake Sale by Warren, Hong, Rubin, and Uy, I realized that even positive situations with parents can be challenging. I've learned that encouraging parents to be more active in their child's education and the school community is also a daunting task.

The first step is to create a relationship with the parents of your students from which you can build off of. The first time you meet a child's parent should be dedicated to creating some sort of connection that is memorable and positive; something that will make them want to help out and be a part of the class. The article states that "too often, model programs have disappointing results when imposed on school communities rather than when they emerge from a deeply rooted process of engagement" (2248). Model programs are too generic. Sure, they are great starting points but school communities are most influenced by a program that is designed for that specific school, for those specific students and parents, working towards a specific goal or set of objectives.

These programs are also most effective when they are a little more in depth than "helping with homework, attending Back to School Night, chaperoning field trips" and other traditional means of parent involvement as described in Auerbach's From Moral Supporters to Struggling Advocates" (252). Beyond the Bake Sale actually builds upon this idea: "Rather than having the school set the agenda or the activities, we have highlighted the value of providing parents with opportunities to take leadership in setting a joint agenda" (2245). Rather than adhering to the guidelines of an administration or teacher-created program, they are given freedom to work on things that they believe are important and necessary - which I can imagine often line up what students and teachers believe are important as well. The difference is that a strong belief in it is created within these parents that make them want to become more involved.

I think that parent led and organized programs are a great idea! It allows them to be advocates rather than followers and the power they gain within these programs create much more enthusiasm.

Lesbian and Gay Adolescents: Social and Developmental Considerations

This week I have chosen to focus on Anderson's article, Lesbian and Gay Adolescents: Social and Developmental Considerations. The first part of the article that really stood out to me was the fact that "most gay and lesbian adolescents can vividly recall a period of intense anxiety when they first realized that they suddenly belonged to a group of people that is often vehemently despised". This really put things in perspective for me. Before this, I was somewhat aware of the difficulties that homosexual teens encounter as they go through even normal, everyday situations. However, this sentence alone helped me to better understand how much of a struggle it can be for them to accept themselves, let alone for others to accept them. I cannot imagine feeling as if who I am is inadequate or flat out wrong.

Unfortunately, the article states that this is how many of them do feel. The fact that they have so few resources and role models only makes it worse. I think it is so unfair that heterosexuals are given so many examples and so much support while others are so often ostracized, especially as teens and adolescents but even into adulthood.  During a time when all students are already feeling vulnerable and self-conscious, adding loneliness and even the feeling that you are foreign to yourself and others would be so overwhelming. I think that as teachers it is so, so important for us to realize how difficult that can be. Many of us will be working with students who go through exactly this and I think that curbing behavior such as bullying and even what appears to be simple teasing could be significant for some of them. We probably will not know the effect it has, but being aware of how your students are interacting with each other could change how one views themselves or their experiences at school.